When a child has difficulty learning about themselves & their world...or, developing slowly it isn't always AUTISM.

And, if it is AUTISM... know that it's NO ONE'S fault.The exact cause of AUTISM is yet unknown.What is known is that it is a NEUROLOGICAL difference in the child's brain.This difference is possibly caused by an interaction of genes & environment.

The child 's development pattern begins to look different from other children their same age.This difference can be from mild to severe. From the passive 'quiet' child to the 'wild' child.Getting to know your child & getting help is the key. Early intervention works!

(Listed by title on left side of Home Page)

A Series of Suggestionswith < My Thoughts > by Sara Luker >:

How Will I Know?#1 RED FLAGS & DEVELOPMENTAL CHECKLIST

Where To Go Next?#2 SAFETY & SUPPORT#3 PRIORITIZE WANTS & NEEDS

What To Do While You Wait?#4 LOOK INTO PROGRAMS#5 GETTING TO KNOW YOUR CHILD

< My Thoughts > Here are a few thoughts of parents, regarding early intervention programs.

Carlon, Carter, & Stephenson (2015) say that parents reported in a study of 62 parents that they didn’t pick a program on the recommendation of others. They felt there was enough ‘empirical’ information out their now to make an informed decision. This study found that the most frequently used programs… and these were often used simultaneously, were Applied Behavior Analysis(ABA), Relationship Development Intervention(RDI) & Complementary & Alternative Medical treatments (CAM); along with some support for Sensory Processing (sometimes called Sensory Integration Therapy).

Note: Understand that many of these programs have therapists holding long sessions in your home, while you are present. If you have siblings or other children present too, this can be problematic. Sometimes these program sessions can be also held at school with trained staff. The problem there can be that of ‘continuity’ and ‘fidelity’ to your child’s individual program. The staff may not be dedicated to that program alone, and/or may work with your child in a group setting. Also, there could be a lack of program continuity due to school holidays and extended breaks. Just saying

The following programs are described in alphabetical order, without intent or suggestion of status or effectiveness –

​1. Applied Behavior Analysis (ABA) A well known treatment approach for people with Autism Spectrum Disorder (ASD) is called Applied Behavior Analysis (ABA). ABA has become widely accepted among health care professionals and used in many schools and treatment clinics. ABA encourages positive behaviors and discourages negative behaviors, in order to improve a variety of skills. The child’s progress is faithfully tracked and measured. Typically this therapy requires a long-term commitment. For a child under three years old, from 26 – 30 hours a week, in the home setting. Over three years old, from 30 – 40 hours per week. Age range is from 2 – 12 years old. Many insurance companies seem to be more familiar with this very intense type of behavioral therapy. Therefore, parents can often find the funding they need when ABA is part of the overall plan for their child’s intervention.

There are different types of therapies under the ABA umbrella.

Following are some examples (also shown in alphabetical order):

Discrete Trial Training (DTT) or Discrete Trial Intervention (DTI) (Under the ABA umbrella)DTT is a style of teaching that uses a series of trials to teach each step of a desired behavior or response. Lessons are broken down into their simplest parts and positive reinforcement is used to reward correct answers and behaviors. Incorrect answers are ignored. This method targets eliciting first words in children with ASD who have little or no spoken language. For ages from 2 – 6 years old; 20 – 30 hours per week.

Early Intensive Behavioral Intervention (EIBI) (Under the ABA umbrella)This is a type of ABA for very young children with an ASD, usually younger than 5 years old, and often younger than 3 years old. This is a one-on-one treatment based on EIBI theories and begins in the home setting, generalizing to the community as the child learns the desired replacement behaviors. Usually eligibility requires a recommendation from a psychologist or psychiatrist and a sustained partnership between the therapy team and the family.

Pivotal Response Training (PRT) (Under the ABA umbrella)PRT aims to increase a child’s motivation to learn, monitor his own behavior, and initiate communication with others. It is designed to help the child reduce maladaptive behaviors that may interfere with functioning and replace them with a high level of adaptive skills. The child’s desire to obtain a reward is the key to this training. Rewards can be food, praise, playing a game or having another preferred activity. Positive changes in these behaviors should have widespread effects on other behaviors. Ages 2 – 6 years old and is usually part of the ABA process. PRT is considered to satisfy the criteria for ‘evidence-based’ practice.

Verbal Behavior Intervention (VBI) (Under the ABA umbrella)VBI is a type of ABA that focuses on teaching verbal skills. One-on-one, 2 – 4 hour sessions continuing until the child is able to perform the fundamental speech functions. The child learns how to verbalize through – asking for needs and wants (Manding); labeling things (Tacting); reaching for and pointing to things (Motor imitation); asking and requesting things in a back-and-forth intentional conversation (Intraverbals); and following instructions to perform a task (Receptive tasks). Often used in conjunction with or before the Early Intensive Behavioral Intervention (EIBI) portion of the ABA program is taught. (Under the ABA umbrella). The benefit would be that the child learns that s/he can request and receive things without a tantrum or dragging a person to show them what object or activity they want or need. This reduces nonfunctional aggressive behaviors which can result in self-injury.

FloortimePlay Therapy focuses on emotional and relational development (feelings, relationships with caregivers). It also focuses on how the child deals with sights, sounds, and smells. This therapy usually takes place in six to ten 20 – 30 minutes sessions, daily; depending on the challenge involved. This works best for children from 2 – 5 years old and is tailored to strengthen the bond between the parent and the child.

The purpose of this therapy is to help the child with social relationships, mutual interactions, and behavior. It takes into account personality disorders and behavioral problems such as:

agitated and irritable mood

low adaptability

lack of self-caring ability

lingual complications

various learning disabilities

Floortime Play is a children’s game which lasts 20 – 30 minutes, but is not just for children. Parents, treatment team members, and even other family members work together on this integrated model. Because Floortime Play therapy empowers the whole family, it is said to lead to a more visible improvement for the whole family.

Retrieved from autism.about.com –

According to Dr. Stanley Greenspan, the originator of Floortime:

“What makes Floortime play different from typical play is that the parent is working and the child is having fun. Over time, the parent or the therapist will have fun too. You are challenging your child to do six things at once to the highest level the child can accomplish. He or she may not be capable of all six initially, but eventually we want to get them there.”

Retrieved from – autismresourcefoundation.org

Floortime helps children reach six developmental milestones crucial for emotional and intellectual growth. They are:

Self-regulation and interest in the world

Intimacy, or engagement in human relations

Two-way communication

Complex communication

Emotional ideas

Emotional thinking

​So basically, Floortime Play is a special kind of play where you are harnessing all these abilities of the child by tailoring your relationship to the child’s nervous system. You are having fun because you are following the child’s leads and interests. Then when the child looks at you or giggles or talks to you, it’s meaningful. It’s not contrived, it’s not forced, and it’s not a rote skill. That’s what makes Floortime Play special.

We call the model the “DIR Model” – because the “D” part means we focus directly on whether the child needs more work on engagement or two-way communication. The “I” is focusing in on their individual ways of their biologically based ways of dealing with sensations like being over or under reactive. The “R” is learning relationships that are tailored to their nervous system, and meet them where they are at their developmental level. So that’s what makes it a special kind of play.

Occupational therapy teaches skills that help the person live as independently as possible. The role of the Occupational Therapist is to promote, maintain, and develop the skills needed by the autistic child to be function at home, at school, and beyond. Length, and number of therapy sessions per week are determined by the child’s age and need; also will vary in time and setting.

Occupational Therapist services for the autistic child include assessment, intervention and follow- up. Therapists help with feeding/eating skills, dressing and toileting skills, as well as educational, playing and social activities. Some autistic children find it difficult to process and act upon information received through the sensory process while performing everyday tasks. This can result in motor coordination difficulties, behavioral issues, cognitive impairment, anxiety, learning difficulties and more.

4.Picture Exchange Communication System (PECS)

PECS uses picture symbols (visual supports on cards, pages or in books) to teach communication skills. The learner is taught to use picture symbols to ask for objects or activities, ask and answer questions, and have a conversation. In 20 – 30 minute sessions, children learn a communication system where they exchange different symbols with a partner as a means to communicate a ‘want’.

​PECS is intended to increase speech, language, social and communicative development for persons from 2 yrs. to adult. Sometimes PECS becomes a part of a Speech Therapy Program for the child with autism.

Four main communication behaviors are addressed –

Picture requests

Imitated verbalizations

Picture discrimination

Related speech

This intervention is taught in six phases by a trained ‘communicative partner’ and has ‘visual supports’ which can be made or purchased readymade.

Retrieved from:Picture Exchange Communication System: Steps for Implementation; Page 16 of 16; National Professional Development Center on ASD (2010) –

PECS is taught in six phases. In Phase 1 the learner is to look at, reach for, pick up, and hand the picture/symbol to their communication partner. These basic skills are needed to effectively communicate using PECS exchange system. As the child moves through the Phases, gesture/mild touch physical assistance and verbal prompts fade to allow for independent exchanges between child and communication partner.

Once learners have progressed through all six phases of PECS training, they are fairly proficient in seeking their communication book, discriminating among pictures, constructing sentence strips, finding a communication partner, and completing the exchange.

PECS can also be used through an iPad program or Augmentative/Alternative Communication (AAC) device.

===============​These are the first 4 programs; ABA, DIR, OT, PECS. The next 4 programs that will be described are... RDI, SPD, ST, TEAACH.

Disclaimer: Just to let you know that I, Sara Luker, have put forth my best efforts to create the extended book reviews presented here on this website. I have permission from the authors to publish these Extended Book Reviews. This is just a sharing of stories of those who have gone on before you. Please, understand also that all health matters ALWAYS require professional medical decisions, diagnosis, and treatment by highly qualified and licensed individuals.

Recently, I have added “What to Do While You Wait” to the website. This collection of information is for educational purposes only. My hope is that you will not feel alone when dealing with the mysteries of Autism Spectrum Disorder. Know that I, Sara Luker, receive neither financial rewards nor other interests derived from this website. This has been created purely for the readers sharing information and for your enjoyment.